STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department

Candidate: Mentor/Title: School/District:

Jana Brewer Madison Lockridge/Teacher Pepperell Middle/Floyd
County
Field Experience/Assignment: Course: Professor/Semester:
ISLA (Elevator Speech, Data ITEC 7305 Data Analysis & Dr. Shirley Campbell
Team Summary, Data School Improvement
Inventory, Data Overview,
Action Plans)

Part I: Log
Date(s) Activity/Time STATE Standards NATIONAL Standards
PSC ISTE NETS-C
Elevator Speech (1 hour) 1.2 1b

Data Team Summary (2 hours) 2.7, 2.8, 3.6 2g, 2h, 3f

Data Inventory (2 hours) 2.7 2g

Data Overview (8 hours) 2.8 2h

Action Plans (3 hours) 1.2, 1.4, 2.8 1b, 1d, 2h

Total Hours: 16 hours

DIVERSITY
(Place an X in the box representing the race/ethnicity and subgroups involved in this field experience.)
Ethnicity P-12 Faculty/Staff P-12 Students
P-2 3-5 6-8 9-12 P-2 3-5 6-8 9-12
Race/Ethnicity:
Asian
Black X
Hispanic X
Native American/Alaskan Native
White X X
Multiracial X
Subgroups:
Students with Disabilities X
Limited English Proficiency X
Eligible for Free/Reduced Meals X
Part II: Reflection

CANDIDATE REFLECTIONS:
(Minimum of 3-4 sentences per question)

1. Briefly describe the field experience. What did you learn about technology facilitation and
leadership from completing this field experience?

Through the completion of each of these experiences, I learned how to be an effective data coach
and how to facilitate a data team. This is not something I have had experience with before and had
not researched anything about, so it was quite the challenge for me to complete some of the tasks.
Completing this field experience required me to step out of my comfort zone and stay on top of
readings and research to help me develop my data team summary, overview, and action plans.
After completing this experience, I feel confident in leading a data team within my school.

2. How did this learning relate to the knowledge (what must you know), skills (what must you
be able to do) and dispositions (attitudes, beliefs, enthusiasm) required of a technology
facilitator or technology leader? (Refer to the standards you selected in Part I. Use the
language of the PSC standards in your answer and reflect on all 3—knowledge, skills, and
dispositions.)

Knowledge – This learning related to the knowledge I must have about how to create a data team
and how to lead a data team effectively to see positive change within my school. This also
required me to know how to use data collected and analyze it to determine next steps for success. I
must also know what different types of data are, how different types of data can be used, and
understand how to interpret the results.

Skills – This field experience required me to develop a data team and provide a summary of the
roles and responsibilities for each member. I also had have the skills to develop a data overview
for my school and present this information to determine goals and next steps that are related to the
school improvement plans. Finally, this field experience related to my ability to analyze data,
interpret results, communicate findings, and implement appropriate interventions.

Dispositions – Completing this field experience was directly related to my belief in using data to
inform instruction. While analyzing data and understanding how to use it appropriately can be a
challenge, when you feel passionate about how data can positively impact student learning, it
makes the job so much easier. Understanding how to combine this passion with the can-do attitude
of getting others on board and teaching them the importance of analyzing data and using it
effectively necessary to completing this experience.
3. Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?

This field experience impacted school improvement within my school because each step of the
data plan and data team summary development was used with my schools specific needs in mind.
By implementing the plans and data team at PMS, faculty development will also be impacted
because the data team and teachers in the school will better understand how to use data to inform
their teaching practice and better meet the needs of their students. Finally, this experience will
impact student learning because we will be able to use the data provided to make decisions to
improve student learning experiences and content knowledge as well as close gaps.